An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristic

Akyol, H., & Temur, T. (2006). Reading levels and oral reading errors of primary third
graders. Ekev Akademi Journal, 29, 259-274.
Allington, R.L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36, 556–
561.
Ateş, S., & Yıldız, M. (2007). Üçüncü sınıf öğrencilerin sesli okuma hatları üzerine bir
çalışma [A study on primary third graders’ oral reading speed and errors with
respect to certain variables]. Paper presented at the 1st National Primary Education
Congress, Ankara, Turkey.
Dowhower, S.L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory Into
Practice, 30, 165–175.
Erden, G., Kurdoğlu, F., & Uslu, R. (2002). İlköğretim okullarına devam eden Türk
çocuklarının sınıf düzeylerine göre okuma hızı ve yazım hataları normlarının
geliştirilmesi [The development of reading speed and writing error norms in Turkish
primary school children at different grade levels]. Turkish Psychiatry Journal, 13, 5-
13.
Hasbrouck, J.E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for
student in grades 2 through 5. Teaching Exceptional Children. 24, 41-44.
Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and
instruction: What, why, and how? Reading Teacher, 58, 702–714.
Johns, J.L. (1993). Informal reading inventories. DeKalb, IL: Communitech.
LaBerge, D., & Samuels, S. A. (1974). Toward a theory of automatic information processing
in reading. Cognitive Psychology, 6, 293–323.
Rasinski, T. (2004). Creating Fluent Readers. Educational Leadership, 61, 46-51.
Samuels, S.J. (1988). Decoding and automaticity: Helping poor readers become automatic at
word recognition. The Reading Teacher, 41, 756–760.
Sidekli, S., Güneş, F., Yangın, S., & Gökbulut, Y. (2007). İlköğretim ikinci sınıf öğrencilerin
sesli okuma hatalarının belirlenmesi [Identifying primary second graders’ oral
reading errors]. Paper presented at the 6th National Class Teaching Symposium,
Eskişehir, Turkey.
Schreiber, P. A., & Read, C. (1980). Children's use of phonetic cues in spelling, parsing,
and—maybe—reading. Bulletin of the Orton Society, 30, 209–224.
Schreiber, P.A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior,
7, 177–186.
Stanovich, K.E. (1991). Word recognition: Changing perspectives. In R. Barr, M.L. Kamil,
P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 418–
452). New York: Longman.
Yıldız, M., Yıldırım, K., Ateş, S., Çetinkaya, Ç. (2008). An evaluation of the oral reading fluency of 4th
graders with respect to prosodic characteristic. International Journal of Human Sciences [Online]. 6:1.
Available: http://www.insanbilimleri.com
360
Tazebay, A. (1995). İlkokul üçüncü ve dördüncü sınıf öğrencilerinin okuma becerilerinin
okuduğunu anlamaya etkisi [The effects of primary third and fourth graders’ reading
skills on reading comprehension]. Unpublished master’s thesis, University of
Hacettepe, Ankara, Turkey.
Turkish Language Association (2005). Türkçe sözlük [Turkish dictionary] (4th ed.). Ankara:
Akşam Sanat Okulu Matbaası
Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K., Conway, T., &
Rose, E. (2001). Intensive remedial instruction for children with severe reading
disabilities: Immediate and long-term outcomes from two instructional approaches.
Journal of Learning Disabilities, 34, 33–58.
Torgesen, J.K., Rashotte, C., Alexander, A., Alexander, J., & MacPhee, K. (2003). Progress
towards understanding the instructional conditions necessary for remediating reading
difficulties in older children. In B. Foorman (Ed.), Preventing and remediating
reading difficulties: Bringing science to scale (pp. 275–298). Baltimore: York Press.
Zutell, J., & Rasinski, T.V. (1991). Training teachers to attend to their students’ reading
fluency. Theory Into Practice, 30, 211–217.